Gloria Cappelli is Associate Professor of English Linguistics at the University of Pisa, Italy. She serves on the editorial board of several journals and book series including Education, Language and Communication Studies, Insights, The English Bookshelf and Multimodality of Communication.Sabrina Noccetti is Assistant Professor of English Linguistics at the University of Pisa, Italy. Her research interests include language learning, dyslexia, morphology, semantics and pragmatics.

• Gloria Cappelli and Sabrina Noccetti: Introduction Part 1: Psychological and Neurobiological Foundations of Language Skills in People with DyslexiaChapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and DyslexiaChapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia inSubjects with a Previous Language Impairment Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing EvidencePart 2: Theoretical and Experimental Linguistic Research on DyslexiaChapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in DyslexiaChapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental DyslexiaChapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with DyslexiaChapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young AdultsChapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language TrainingChapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An OverviewChapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic SkillsPart 3: Applied Linguistic Research and DyslexiaChapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with DyslexiaChapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text LevelChapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological ProposalChapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with DyslexiaIndex

What is the contribution of linguistics to the study of dyslexia? This is the question that this book tries to answer, bringing together quality research papers and original experimental reports in a must-read volume that offers food for thought to scholars, educators, careers, and clinicians alike.

Gloria Cappelli is Associate Professor of English Linguistics at the University of Pisa, Italy. She serves on the editorial board of several journals and book series including Education, Language and Communication Studies, Insights, The English Bookshelf and Multimodality of Communication.Sabrina Noccetti is Assistant Professor of English Linguistics at the University of Pisa, Italy. Her research interests include language learning, dyslexia, morphology, semantics and pragmatics.

• Gloria Cappelli and Sabrina Noccetti: Introduction Part 1: Psychological and Neurobiological Foundations of Language Skills in People with DyslexiaChapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and DyslexiaChapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia inSubjects with a Previous Language Impairment Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing EvidencePart 2: Theoretical and Experimental Linguistic Research on DyslexiaChapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in DyslexiaChapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental DyslexiaChapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with DyslexiaChapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young AdultsChapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language TrainingChapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An OverviewChapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic SkillsPart 3: Applied Linguistic Research and DyslexiaChapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with DyslexiaChapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text LevelChapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological ProposalChapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with DyslexiaIndex

What is the contribution of linguistics to the study of dyslexia? This is the question that this book tries to answer, bringing together quality research papers and original experimental reports in a must-read volume that offers food for thought to scholars, educators, careers, and clinicians alike.

Gloria Cappelli is Associate Professor of English Linguistics at the University of Pisa, Italy. She serves on the editorial board of several journals and book series including Education, Language and Communication Studies, Insights, The English Bookshelf and Multimodality of Communication.Sabrina Noccetti is Assistant Professor of English Linguistics at the University of Pisa, Italy. Her research interests include language learning, dyslexia, morphology, semantics and pragmatics.

• Gloria Cappelli and Sabrina Noccetti: Introduction Part 1: Psychological and Neurobiological Foundations of Language Skills in People with DyslexiaChapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and DyslexiaChapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia inSubjects with a Previous Language Impairment Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing EvidencePart 2: Theoretical and Experimental Linguistic Research on DyslexiaChapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in DyslexiaChapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental DyslexiaChapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with DyslexiaChapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young AdultsChapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language TrainingChapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An OverviewChapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic SkillsPart 3: Applied Linguistic Research and DyslexiaChapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with DyslexiaChapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text LevelChapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological ProposalChapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with DyslexiaIndex

What is the contribution of linguistics to the study of dyslexia? This is the question that this book tries to answer, bringing together quality research papers and original experimental reports in a must-read volume that offers food for thought to scholars, educators, careers, and clinicians alike.